AbstractBased on the narratives of four Chinese university EFL teachers’ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socio-institutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers’ three stages of research experiences (beginning, stagnation/development, and struggle stages) in their professional lives. Academic learning contexts such as Master’s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers’ researcher identity construction. The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers’ research engagement.
Effect of Research Engagement on EFL Teachers’ Motivation for and Efficacy in Teacher-Research
